Create a professional learning community for faculty to best support students in heterogeneous classrooms

Abstract

The main research question that has guided this study is. "What role do homogenous classrooms play in children's school experiences?" The purpose of this action research study is to investigate the impact that homogenous groups have on the social and emotional well-being of students in grades 10 and 11 in a small PK3-12 independent school. Grouping students is very much a part of the culture at the school; however, the impact that these groupings have on students' social and emotional well-being has not been carefully explored. The study explores the notion that proper classroom management helps educators understand the importance of inclusion in education, ways to best support students, and the necessity of creating real-world environments for students so that they learn to work with and respect all people. This inclusion supports students emotionally by empowering them to learn and grow in a class where they feel supported and included by their teachers and peers. Finding the right balance of grouping students to meet their social and emotional needs through proper classroom management, supporting their self-esteem, and creating an inclusive environment is the objective of this research. The research seeks to answer the following questions. "Do homogenous classrooms impact the social and emotional growth in children?" "What role do homogenous classrooms play in children's school experiences?" "Does training faculty help improve their efficacy in classroom management?"--Author's abstract